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WMS–III KIT

TM. 1. WMS–III KIT. PHOTO WMS–III KIT MATERIALS. 2. Brief Description of the WMS–III. Individual Administration Assessment of Learning and Memory Functioning of Older Adolescents and Adults Age Range: 16 Years–89 Years Scale Composition 6 Primary Subtests 5 Optional Subtests. 3.

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WMS–III KIT

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  1. TM 1

  2. WMS–III KIT PHOTO WMS–III KIT MATERIALS 2

  3. Brief Description of the WMS–III • Individual Administration • Assessment of Learning and Memory Functioning of Older Adolescents and Adults • Age Range: 16 Years–89 Years • Scale Composition • 6 Primary Subtests • 5 Optional Subtests 3

  4. Key Terms of Memory Functioning Attention Stimuli Encoding - process of memory storage Retrieval - process of remembering Recognition stimulus triggers remembering Free Recall retrieval without the aid of cues Cued Recall retrieval with the aid of cues 4

  5. ImmediateMemory Working Memory General (Delayed) Memory Auditory Recognition Delayed Visual Immediate Auditory Delayed Visual Delayed WMS–III Primary Indexes Auditory Immediate 5

  6. Why Assess Learning and Memory? • Difficulty with memory is one of the most common complaints. • Clinical disorders may differentially affect memory and IQ. • Difficulty with memory is often the first sign or a defining feature of many clinical disorders. • Memory tests help explain how an individual learns. • Memory tests help reveal relative cognitive strengths and weaknesses that may not be readily apparent to the individual or the clinician. 6

  7. Practical Interpretation of Memory Test Scores What is the individual’s ability to learn and retain new material? Are there differences in the individual’s ability to learn and retain auditory versus visual information? How quickly or slowly does the individual learn? How well is newly learned information stored after a delayed interval? Does the individual benefit from hints, cues, or choices in remembering material? 7

  8. Goal 1: Improve and Expand Normative SampleLink With IQ The relationship is analogous to theability–achievement relationship IQ is the best estimate of premorbid memory functioning (potential) Deviations between IQ and memory (in the proper direction) may suggest specific memory impairmentor weakness WAIS–III and WMS–III are the only co-normed ability–memory instruments 8

  9. Goal 1: Improve and Expand Normative SampleLink With IQ WMS–R Standardization Sample - WAIS–R Short Form WMS–III Standardization Sample - WAIS–III Selected Correlations Between WMS–III and WAIS–III (N=1250) Primary Indexes VIQ PIQ FSIQ VCI POI WMI PSI Immediate Memory General Memory Working Memory .53 .56 .62 .54 .56 .65 .57 .60 .68 .52 .56 .51 .47 .48 .62 .44 .47 .82 .46 .48 .55 9

  10. Goal 2: Improve Reliability Range Median Reliability WMS–R WMS–R WMS–III WMS–III Index Internal Consistency Index Test–Retest Subtest Internal Consistency .70–.90 .74–.93 .77 .87 .57–.93 .70–.88 .80 .82 (not available) .74–.93 (not available) .81 10

  11. Goal 3: Improve Content and Structure of the Scale No Recognition Measures Following Recall Attention / Concentration Emphasized Index Scores Limited WMS–R Recognition Measures Following Recall Working Memory Emphasized Expanded Index Scores (Modality Specific) Revised Administration Procedures Ecological Validity WMS–III 11

  12. Goal 4: Improve Clinical Utility No Recognition Measures Following Recall Administration Time About 60 Minutes No IQ – Memory Evaluation WMS–R Recognition Measures Following Recall (Encoding versus Retrieval) Working Memory Highlighted Administration Time About 30–35 Minutes IQ–Memory Evaluation (Co-norming) Floor Effects Addressed WMS–III 12

  13. WMS–III Dimensions • Modality of Presentation • Auditory versus Visual • Temporal • Immediate versus Delayed • Subtest Format • Free Recall versus Cued Recall • Recall versus Recognition 13

  14. Primary Indexes Auditory Immediate Visual Immediate Immediate Memory Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory Ability to remember information immediately after oral presentation Ability to remember information immediately after visual presentation Ability to remember information immediately after a visual and oral presentation Ability to remember orally presented information, 25–35 minutes later Ability to remember visually presented information, 25–35 minutes later Ability to remember (via recognition) auditory information, 25–35 minutes later Delayed memory capacity Capacity to remember and manipulate both visually and orally presented information in short-term memory 14

  15. AUDITORY VISUAL Primary Subtests Logical Memory I Verbal Paired Associates I Faces I Family Pictures I IMMEDIATE MEMORY Logical Memory II Verbal Paired Associates II Faces II Family Pictures II DELAYED MEMORY Letter-Number Sequencing Spatial Span WORKING MEMORY 15

  16. Primary Subtests AUDITORY PRESENTATION VISUAL PRESENTATION Logical Memory I and II Verbal Paired Associates I and II Letter-Number Sequencing Faces I and II Family Pictures I and II Spatial Span Optional Subtests Information and Orientation Word Lists I and II Digit Span Mental Control Visual Reproduction 16

  17. Record Form Insert Figure 3.5, page 40 of Administration & Scoring Manual (51A) 17

  18. Record Form Insert Figure 3.6, page 42 of Administration & Scoring Manual (51B) 18

  19. Record Form Insert Figure 3.7, page 44 of Administration & Scoring Manual (51C) 19

  20. Reliability Coefficients: Indexes Average Internal Consistency WMS–III WMS–R WMS–III Primary Index Auditory Immediate Visual Immediate Immediate Memory Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory .93 .82 .91 .87 .83 .74 .91 .86 .77 (Verbal Index) .70 (Visual Index) .81 (General Memory Index) .77 (Delayed Recall Index) .77 (Delayed Recall Index) .90 (Attention/Concentration Index) 20

  21. Reliability Coefficients: Subtests Average Internal Consistency WMS–III WMS–R WMS-III Primary Subtest Logical Memory I Faces I Verbal Paired Associates I Family Pictures I Letter-Number Sequencing Spatial Span Logical Memory II Faces II Verbal Paired Associates II Family Pictures II Auditory Recognition Delayed .88 .74 .93 .81 .82 .79 .79 .74 .83 .84 .74 .74 .60 .81 .75 .41 21

  22. Stability Coefficients: Indexes Average (All Ages) WMS–III Primary Index WMS–III WMS–R Auditory Immediate Visual Immediate Immediate Memory Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory .85 .75 .84 .84 .76 .70 .88 .80 .73 (Verbal Index) .71 (Visual Index) .80 (General Memory Index) .79 (Delayed Recall Index) .86 (Attention/Concentration Index) 22

  23. (N=35) Alzheimer’s Disease WMS–III Auditory Process Composites WAIS–III Scales/Indexes WMS–III Primary Indexes 23

  24. (N=22) Traumatic Brain Injury WMS–III Auditory Process Composites WAIS–III Scales/Indexes WMS–III Primary Indexes 24

  25. (N=10) Parkinson’s Disease WMS–III Auditory Process Composites WAIS–III Scales/Indexes WMS–III Primary Indexes 25

  26. Level of Performance Description Example Relative to individuals of comparable age, this individual is currently functioning in the [descriptive classification ] range on a standardized measure of [name of index ]. 26

  27. Patterns and Profiles of Performance • Profile analyses can be used to evaluate scatter within or among indexes. • Profile analyses can be used to generate hypotheses that are, in turn, either corroborated or refuted by other evaluation results, such as • background information, • direct behavioral observation, • additional evaluation, • consistency with injury or disorder. 27

  28. Statistical Versus Clinical Significance Although statistically significant differences between scores can occur in many clinical groups, the same differences may also occur frequently in the normally functioning population (Matarazzo, 1990). Statistical significance does not necessarily mean clinical significance. It is critical to evaluate the frequency of discrepancies between scores. 28

  29. Base Rate Interpretation Base rate information provides a basis for estimating the rarity or commonness of the examinee's obtained difference within the normal adult population. A discrepancy that is statistically significant yet frequent in the standardization sample most likely reflects normal variations in an individual’s abilities. A discrepancy that is both statistically significant and rare in the standardization sample could represent a meaningful difference. In general, the larger the discrepancy and the less frequent its occurrence in the general population, the less likely it can be explained as normal variation. 29

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